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UDLUDL
Universal Design for LearningUniversal Design for Learning
UDL BeginningsUDL Beginnings
Inspired by Inspired by ArchitectureArchitecture
Buildings once Buildings once designed with only designed with only stairs needed to stairs needed to be modified for be modified for accessibility by accessibility by everyoneeveryone
UDL BeginningsUDL Beginnings
To make buildings more accessible, To make buildings more accessible, things were added such as stairs and things were added such as stairs and elevatorselevators
With education focusing more on meeting With education focusing more on meeting the needs of all students, people began the needs of all students, people began to look at UDL from an education to look at UDL from an education standpointstandpoint
UDL BeginningsUDL Beginnings
IDEA IDEA Individuals with Disabilities Education ActIndividuals with Disabilities Education Act Mandates that ALL students are taught and Mandates that ALL students are taught and
progress within the general curriculumprogress within the general curriculum The central idea upon which UDL has found The central idea upon which UDL has found
its place within the classroomits place within the classroom
UDL BeginningsUDL Beginnings
UDLUDL Provides flexibility into Provides flexibility into
the classroomthe classroom Every student has the Every student has the
maximum opportunity maximum opportunity to learnto learn
Looks for the focus to Looks for the focus to change in the change in the classroom so that classroom so that education benefits all education benefits all of the studentsof the students We must provide ramps We must provide ramps
and elevators in learningand elevators in learning
3 Principles of UDL3 Principles of UDL
Principle 1: Provide multiple means of Principle 1: Provide multiple means of representation.representation. PerceptionPerception
Learners require different ways of approaching content.Learners require different ways of approaching content.
Language, Expressions, and SymbolsLanguage, Expressions, and Symbols Present content in multiple representationsPresent content in multiple representations
ComprehensionComprehension Teaching learners how to turn information into usable Teaching learners how to turn information into usable
knowledgeknowledge
Principle 1: Provide multiple Principle 1: Provide multiple means of representation.means of representation.
ExamplesExamples Enlarging textEnlarging text Translation softwareTranslation software Sound adjustmentsSound adjustments Graphic Organizers Graphic Organizers
and physical modelsand physical models Multiple forms of Multiple forms of
vocabulary (pictures, vocabulary (pictures, graphics, compare graphics, compare and contrast)and contrast)
VideoVideo Concept mapsConcept maps Connect prior Connect prior
knowledgeknowledge OutlinesOutlines Interactive modelsInteractive models Text to speech Text to speech
softwaresoftware Physical movementPhysical movement
3 Principles of UDL3 Principles of UDL
Principle 2: Provide Multiple Means of Action Principle 2: Provide Multiple Means of Action and Expressionand Expression Physical ActionPhysical Action
Provide materials with which all learners can interactProvide materials with which all learners can interact
Expression and CommunicationExpression and Communication Provide alternate modalities in expressionProvide alternate modalities in expression
Executive FunctionExecutive Function Allowing learners to take advantage of their environmentAllowing learners to take advantage of their environment
Principle 2: Provide Multiple Principle 2: Provide Multiple Means of Action and Means of Action and ExpressionExpression
ExamplesExamples Alternates to Alternates to
respondingresponding Alternates to Alternates to
interactioninteraction Message BoardsMessage Boards ChatChat BlogsBlogs Digital StoryDigital Story Spell CheckSpell Check
Concept mapsConcept maps Goal settingGoal setting ObjectivesObjectives Stop and thinkStop and think Show and explainShow and explain ChecklistsChecklists Graphic OrganizersGraphic Organizers ReflectionReflection Role-PlayingRole-Playing Peer assessmentPeer assessment
3 Principles of UDL3 Principles of UDL
Principle 3: Provide Multiple Means of Principle 3: Provide Multiple Means of EngagementEngagement Recruiting interestsRecruiting interests
Gain interests of students in multiple ways and Gain interests of students in multiple ways and knowing the learnerknowing the learner
Sustaining effort and persistenceSustaining effort and persistence Capture the long lasting attention of the studentsCapture the long lasting attention of the students
Self-regulationSelf-regulation Students are able to take control of their learningStudents are able to take control of their learning
Principle 3: Provide Multiple Principle 3: Provide Multiple Means of EngagementMeans of Engagement
ExamplesExamples ChallengeChallenge Rewards and Rewards and
recognitionrecognition Appeal to various Appeal to various
cultures and diversitycultures and diversity DiscussionsDiscussions RoutinesRoutines Set goalsSet goals
Freedom and Freedom and alternatives in alternatives in learninglearning
Cooperative learningCooperative learning ReflectionReflection MentoringMentoring SimulationsSimulations Rubrics Rubrics
UDL and TechnologyUDL and Technology
Technology provides Technology provides avenues for avenues for appealing to a wide appealing to a wide range of learnersrange of learners
ExamplesExamples VoiceThreadVoiceThread Concept MappingConcept Mapping BlogsBlogs SmartBoardsSmartBoards
Examples (cont.)Examples (cont.) Movie making Movie making
SoftwareSoftware Text Translation and Text Translation and
speechspeech PowerPointPowerPoint PhotoStoryPhotoStory WikisWikis GamesGames Remediation WebsiteRemediation Website
UDL and Student UDL and Student LearningLearning
AlternativesAlternatives Different avenues for every student to learnDifferent avenues for every student to learn
FlexibilityFlexibility Differentiating curriculum and activities Differentiating curriculum and activities
within the classroomwithin the classroom
WITH UDL, ALL STUDENTS HAVE AN WITH UDL, ALL STUDENTS HAVE AN OPPORTUNITY TO LEARN!OPPORTUNITY TO LEARN!
3 Networks of the Brain3 Networks of the Brain
Recognition NetworksRecognition NetworksStrategic NetworksStrategic NetworksAffective NetworksAffective Networks
Recognition NetworksRecognition Networks
The “What” of The “What” of learning.learning.
Processes patternsProcesses patterns The senses (touch, The senses (touch,
smell, taste, see, smell, taste, see, hear)hear)
Necessary to Necessary to provide multiple provide multiple representationrepresentation
Strategic NetworksStrategic Networks
The “How” of The “How” of learning.learning.
Processes Actions Processes Actions and Plansand Plans Executing skillsExecuting skills
Necessary to offer Necessary to offer multiple means of multiple means of expressionexpression
Affective NetworksAffective Networks
The “Why” of The “Why” of learning.learning.
Processes emotions Processes emotions and evaluates and evaluates patternspatterns
Necessary to provide Necessary to provide multiple means of multiple means of engagementengagement
UDL and DiversityUDL and Diversity
As mentioned before, UDL provides multiple As mentioned before, UDL provides multiple avenues for the student to learnavenues for the student to learn
The focus of UDL is for the learner to have The focus of UDL is for the learner to have more than one way to reach a proficient level more than one way to reach a proficient level of learningof learning
By implementing the UDL design teachers are By implementing the UDL design teachers are becoming pro-active in being aware of the becoming pro-active in being aware of the different needs and interests of studentsdifferent needs and interests of students
UDL and DiversityUDL and Diversity
UDL’s purpose to be flexible and provide UDL’s purpose to be flexible and provide alternativesalternatives Meets multiple needsMeets multiple needs
LanguageLanguage CultureCulture GenderGender StyleStyle PreferencePreference Ethnicity Ethnicity
Revisiting TechnologyRevisiting Technology
All of the technologies listed previously All of the technologies listed previously cater to multiple brain networks.cater to multiple brain networks. All provide multiple representations, All provide multiple representations,
expressions, and engagementexpressions, and engagement They also provide avenues for diverse They also provide avenues for diverse
learnerslearners For example, the text to speech software For example, the text to speech software
can help ELLs or students who have trouble can help ELLs or students who have trouble with text.with text.
CAST Tools and UDLCAST Tools and UDL
UDL Lesson BuilderUDL Lesson Builder Provides a format to build lessons to engage all Provides a format to build lessons to engage all
learners.learners. UDL Class Profile MakerUDL Class Profile Maker
A guide for helping teachers observe the strengths A guide for helping teachers observe the strengths and weaknesses of each student.and weaknesses of each student.
UDL CAST Strategy TutorUDL CAST Strategy Tutor Helps students and teachers use the internet more Helps students and teachers use the internet more
effectively by allowing for better techniques and effectively by allowing for better techniques and organization in doing research on the internet.organization in doing research on the internet.
ReferencesReferences
CAST, Inc. (2002–2011). Teaching every student: Tools CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/http://www.cast.org/teachingeverystudent/tools/
National Center on Universal Design for Learning. (2011, National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2010). Laureate Education, Inc. (Executive Producer). (2010). Reaching and Engaging All Learners Through Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.Technology. Baltimore, MD: Author.
Rose, D., & Meyer, A. (2002). Rose, D., & Meyer, A. (2002). Teaching every student in Teaching every student in the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved . Retrieved from from http://www.cast.org/teachingeverystudent/ideas/tes/ http://www.cast.org/teachingeverystudent/ideas/tes/